• The Journal of the Korea Contents Association
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• 제20권12호
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• pp.681-692
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• 2020

This study analyzed a textbook published for Korean culture education in a trend of communicative teaching methods, and suggested the ways for the integrated diversity of culture education with expression activities. This study set up the final goal of strengthening 'cultural competence' which is the next stage of 'cultural awareness' and 'cultural literacy' in the goal hierarchy for culture education, and analyzed not only the theme distribution but the patterns of expression activities in the textbook. It assumed that one of the most effective ways to achieve the goal is the convergence with expression activities in order to strengthen 'cultural competence' which aims to the creative culture production as well as the simple comparison between learners' mother culture and the target culture. This textbook is characterized by abundant visual materials, focus on the behavior culture and the information culture rather than the achieved culture. and media reading materials in diverse levels for utilization possibly in any proficiency levels. Also, it found out by analyzing the patterns of expression activities that the question forms inducing learners' speech and writing are restricted to a few patterns. Lastly, this study proposed the ways to achieve the goal "cultural competence" as follows: diversity of question forms, extension of expression activities and creative application in integrating the related activities.

• Journal of the Korean Society for Library and Information Science
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• 제42권1호
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• pp.155-175
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• 2008

This study suggests the application of library assisted instruction(LAI) by analyzing Japanese social studies text-books that are configured for the library assisted instruction and cooperative instruction. The results of the analysis found that the use of a variety of materials and curriculum integrated skills instruction is reflected in the social studies text-books in Japan. Based on the results, this study suggested the strategies of the application of library assisted instruction(LAI) in three separated proposals. revision of related laws, organizational joint between teacher librarian and subject teachers, textbooks development for Information literacy instruction.

• Journal of Korean Elementary Science Education
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• 제39권4호
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• pp.475-493
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• 2020

In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the 'experiments' were the student's the main perception of science, and the epistemic emotion that students mainly feel about science was 'curiousness'. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students' scientific experiences, their epistemic emotions, and the parents, interacted to form children's perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.

• Education of Primary School Mathematics
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• 제17권3호
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• pp.205-230
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• 2014

New teaching and learning theory on various aspects about class is needed to implement education which reflects constructivism, ideally. For an ideal learner-centered mathematics class, tangible and intangible elements related to education(view of knowledge, view of leaner, teacher's role, evaluation, the form of class, learning, teaching material, etc.) should be integrated from a constructive perspective and especially, teaching material has to be premised on that learners have intellectual abilities to construct knowledge themselves, and reflect integrity of knowledge, diversity and others, and contain open attributes. In addition to this, teaching material should have characteristics different from those when objective epistemology applies, so there is a need to analyze whether teaching material has those characteristics. For this, this study compared and analyzed <1. Three-Digit Numbers> which belongs to the domain of numbers and operations out of the units of mathematics(3) textbook of the 2009 revised curriculum for the first and second grade that first introduced story-telling, and <3. Understanding of Place Values> for the second grade of constructive math class used in the U.S.

• Journal of The Korean Association of Information Education
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• 제18권2호
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• pp.213-224
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• 2014

STEAM learning, which combined software with hardware, can greatly increase algorithm improvement, problem-solving skills, integrated thinking ability etc. and can ultimately improve learning attitude and academic achievement. In this study, we developed STEAM learning model so that 6th graders who can fully understand the basic concept of programming can learn subject contents of national textbooks (5 kinds) with programming that combined six sensors attached Sensor_board with Scratch and applied it to 6th grade class and analyzed the results. As a result, the STEAM learning tool that combined Scratch with Sensor_board was analyzed to be suitable for most elementary school students to be evaluated. In the achievement evaluation of learning, 39.5% of students obtained more than 7 points out of perfect 10 in the average achievement level of 5 subjects so most students evaluated were analyzed to obtain satisfactory achievement. Therefore, STEAM learning using Scratch and Sensor_board, hardware is considered to be more effective than existing software-centered ${\times}$learning using only software.

• Communications of Mathematical Education
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• 제29권1호
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• pp.19-33
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• 2015

Recently in major industrial areas, there has been a rapidly increasing demand for 'Computational Thinking', which is integrated with a computer's ability to think as a human world. Developed countries in the last 20 years naturally have been improving students' computational thinking as a way to solve math problems with CAS in the areas of mathematical reasoning, problem solving and communication. Also, textbooks reflected in the 2009 curriculum contain the applications of various CAS tools and focus on the improvement of 'Computational Thinking'. In this paper, we analyze the cases of mathematics education based on 'Computational Thinking' and discuss the mathematical content that uses the CAS tools including Sage for improving 'Computational Thinking'. Also, we show examples of programs based on 'Computational Thinking' for teaching Calculus in university.

• Hwankyungkyoyuk
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• 제12권1호
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• pp.134-149
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• 1999

In this paper an attempt was made to establish a direction in systematizing the technical education with regard to the relation to environmental education. This study was made mainly through literature review concerning the relationship between technology and environment, and thus this study has a purpose of connecting the contents of technical education with environmental education. It will provide referential data for environmental education. The main text of this study dealt with which goal to establish in the technical education from the viewpoint of academical position considering the relationship between technical education and environmental education. Also, it dealt with the organization of contents of environmental education according to the 7th curriculum and, as a result, it reached the following conclusions: In the first place, technology and environmental education which have close relationship with each other should be considered in the developmental aspect. In the second place, technology, in any directions, affects natural environment. In the third place, environmental education should be done by the integrated approach and one of the alternatives can be through SET education including society and culture, environment, and technology all together. In the fouth place, the environmental education should be environmentally sound and developed sustainably so that the technology can be developed along with environment. One example can be found in the ecological architecture. In the fifth place, the environmental education which is a souce of technical education has its necessity in 8 aspects. In the sixth place, according to the 7th curriculum, the following can be the teaching contents which will connect technical education and environmental education: gardening, vegetable raising, planting and trimming, the future techniques, energy and transportation techniques, and so on. In the seventh place, the technical education can have seven goals concerning environment. In the eighth place, the environmental education in the technical education should be considered in the aspect of contents, of teaching and learning, of evaluation, and of the relations with subjects. In the ninth place, should be included as teaching materials of the units of technology textbooks where environment education will be dealt with.

• Communications of Mathematical Education
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• 제29권1호
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• pp.131-155
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• 2015

The purpose of this study is to investigate if top-ranked high school students do integrated understanding about the concept of a differential coefficient. For here, the meaning of integrated understanding about the concept of a differential coefficient is whether students understand tangent and velocity problems, which are occurrence contexts of a differential coefficient, by connecting with the concept of a differential coefficient and organically understand the concept, algebraic and geometrical expression of a differential coefficient and applied situations about a differential coefficient. For this, 38 top-ranked high school students, who are attending S high school, located in Cheongju, were selected as subjects of this analysis. The test was developed with high-school math II textbooks and various other books and revised and supplemented by practising teachers and experts. It is composed of 11 questions. Question 1 and 2-(1) are about the connection between the concept of a differential coefficient and algebraic and geometrical expression, question 2-(2) and 4 are about the connection between occurrence context of the concept and the concept itself, question 3 and 10 are about the connection between the expression with algebra and geometry. Question 5 to 9 are about applied situations. Question 6 is about the connection between the concept and application of a differential coefficient, question 8 is about the connection between application of a differential coefficient and expression with algebra, question 5 and 7 are about the connection between application of a differential coefficient, used besides math, and expression with geometry and question 9 is about the connection between application of a differential coefficient, used within math, and expression with geometry. The research shows the high rate of students, who organizationally understand the concept of a differential coefficient and algebraic and geometrical expression. However, for other connections, the rates of students are nearly half of it or lower than half.

• Journal of the Korean Home Economics Association
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• 제31권2호
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• pp.1-14
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• 1993

The purpose of this study is to find the differences between home economics before and after korean Independence of the dominance of Japanes Empire. The specific aimes are to compare the subject organization, educational purpose and subject contents etc. of home economics in korean school before with after the Korean Independence of the dominance of Japanes Empire. The methods to study were to analyze some documents(laws or regulations)and textbooks etc. at that time. The result of this study is summerized as follow. 1. The subject of home economics in primary school were‘Jaibong(sewing)’,‘Kasa(household affairs)’just before Korean Independence of Japan in 1945. But the subject of home economics changed to‘Yori(cooking)’,‘Jaibong’after Korean Independence in 1945. In 1946,‘Yori’and Jaibong were integrated in‘Kasa’. In 1954, ‘Kasa’changed to ‘Silkwa(Practical Course)’. The subject of home economics in middle or high girl school were‘Kajeong(home)’, ‘Yuga(nursing)’,‘Bogeon(preservation of health)’,‘Pibok(clothing)’just before Korean Independence in 1945. But the 4 subjects changed to‘Kasa’,‘Jaibong’,‘Suye(embroidery)’and the 3 subjects changed‘Sileop and Kajeong(home affairs)’again. 2. The hours per week assigned to home economics education were higher in high school years than in low school years both in primary schools and middle or high schools. 3. Among various home economics subjects, the hours assigned to‘Jaibong’were higher than any other home economics subjects. But The hours assigned to the‘Kasa’tended to increase in high school years. 4. The purpose of home economics education in schools before Korean Independence of Japan focused of fostering korean's loyalty to Japan Empire in the end and on cultivating womanly virtue etc. This tendency was more prominant in middle or high school than primary school. 5. Korean home economics education during about 10 years generally followed the home economics education of Japanes Empire. 6. The home economics education in primary school for school boys was practised after 1955(The period of 1th curriculum). Before that time was practised home economics education for school girls. 7. Generally home economics education in Korean schools was weakened after Korea became Independant of Japanes Empire in 1945. 8. The contents of home economics education after Korean Independence tended to follow those of Japan. Among domains of the home economics the rate of contents of‘siksainghwall(life of foods)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in primary, while the contents of‘oeusainghwal(life of clothing)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in middle education.

• Journal of Korean Elementary Science Education
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• 제41권2호
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• pp.283-294
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• 2022

Although the concept of light is important in the elementary school curriculum, substantial research suggests that students and teachers have difficulties in understanding it. Therefore, it is necessary to analyze the reasons for these difficulties-whether it is due to the content or due to the presentation method of contents, structure, and expression. The national curriculum and textbooks of Korea, the US, China, and Japan were comparatively analyzed from the following perspectives: 1) key concepts of light, 2) structure of light units in the textbook, 3) materials, light sources, and optics used in light units. Consequently, there were differences between countries in their inclusion of the concept of light in the curriculum. In particular, the Korean curriculum studies the concept of refraction by a convex lens, whereas the concept of light, light source, and vision is not introduced. Furthermore, countries also differed in their structuring of units. The Korean curriculum was presented segmentally by concept rather than structured according to core ideas or perspectives, and the connection between concepts was unclear. In addition, there were differences between the countries in materials, light sources, and optical instruments to explain key concepts. On using light, the US curriculum provides a purpose and uses light to achieve it, and China and Korea understand the concept. It was divided into the method of using the material to deepen. Based on the results of this analysis, the implications for the elementary science curriculum in Korea were derived as follows. First, it is necessary to introduce concepts sequentially and organize them so that the connection between concepts is well expressed. Second, it is necessary to introduce light and light sources as the predominant concepts. Third, it is necessary to include the principle of seeing objects. Fourth, it is necessary to adjust the material and content level of the refraction concept included in the light and lens unit. Fifth, an integrated approach is required because light has a deep connection with various concepts included in the elementary science curriculum.